Assignment title: Information


Assessment Information Subject Code: Subject Name: Assessment Title: Weighting: Total Marks: Due Date: BUS105
Business Information Systems
Group Project - Information Systems Audit Report 30%
100
Exact date (Due by 5pm on Friday 12th Feb 2016) . Assessment Description . . Working in groups of no more than four students, you will develop an Information Systems audit report based on the case study information given below. You are expected to make reasonable assumptions about the organisation and the business environment to meet the requirements of the assignment. It is recommended that you review the marking criteria and standards in the rubric to guide the planning and implementation of this task. All group members will need to contribute equally to the preparation of this report. Please ensure that you list the names and student identification numbers of all group members on the coversheet of your group report, and the word count for your assignment. The word count should not exceed 2000 words (the title page, executive summary, appendices and references are not included in the word count). Your lecturer will not assess any material beyond the set word count. The report should be written in 12-point font with 1.5 line spacing. It is important that you do not submit more than one assignment per group. Comments and a mark will be returned to you within two weeks of submission. .
.Case Study – Information Systems Audit at the State Library of South Australia The State Library of South Australia originated from the South Australian Literary Association which formed in 1834. By 1844 it had developed into a public library, and sat between the newly formed art gallery and museum. In those days the information systems would have been paper/card and filing systems. All books would have been in hard copy and possibly had ornately bound leather covers. Today the state library is part of a network of libraries across South Australia, and there are now more than 971000 borrowers (Libraries Board of South Australia 2014), so that the volume of items being processed can reach 40000 per day. Recently the "One card system" has been implemented across a large part of the public libraries network. This system enables library users to borrow or access items from any of the participating public libraries using a single card. Until recently state library users had to obtain a new member's borrowing card every time they went into a new library. The State library will be looking for further innovations regarding the One card system and other digital resources given that the implementation of this system has gone so smoothly so far. Other recent innovations in the public libraries network are self service stations, digital games, free wifi, automated lighting, and modern security technology. The library has a strategic plan in place for COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B. AssessmentInformation the next few years which will measure success in terms of the library's use, its ability to support learning and research in a multicultural setting, efficient access to digital resources and building space, the retention and use of its collections and the ability to attract each new generation of library users (Libraries Board of South Australia 2014). Scenario for Case Study Your team work at the State Library of South Australia and have been asked to prepare an Information Systems Audit Report for the library addressing a number of issues. An Information Systems Audit Report is a review of the efficiency, cost-effectiveness, accuracy and security of the Information system. Your boss gave your team the task during an evening meeting. The next day you return to work and you see the following email from your boss that gives you broad directions for preparing the Information Systems Audit Report: Hi All, I hope you have had some time to think over what we discussed in our meeting last evening. As agreed, I went home and reflected on what we should include in the IS audit report for the director. While I will leave it to you to decide on the structure of the document, the report must address at least the following issues/ questions/ concerns: 1) My predecessor has defined information systems in the last IS audit report as stated below: The terms information systems in this IS Audit report are referring to our information technology resources, which include our software systems, hardware, infrastructure and networks. Do you agree with this? Can we improve this? Discuss
(a) how a purely technical view of information systems might create issues for the library.
(b) what a more holistic view of information systems might look like now the library is entering the digital age, and
(c) how the suggested holistic view of information systems will address some of the issues currently in the library. 2) The second issue you need to highlight for the director is that choosing to implement a software solution and selecting a software vendor is not an easy process. For example, when do you think the librarians decided they need a new card (access) system? How do you think the library went about selecting the software for the One card system and security? Did anyone lose their job when the new systems were put in place? Do staff need retraining to use the new system? State library stakeholders include library users, government officials, front end library staff, managers, library software and artistic designers. Discuss possible perceptions that the different stakeholders might have in relation to library modernisation and the information systems involved in that process. Consider culture, power, and organisational structure since these can have an influence on perceptions of change in an organisation. COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B. AssessmentInformation . 3) Businesspressuresandthestrategicuseofinformationsystemsaretobeconsideredinthis section. Given the rapidly changing world we live in, the library must suffer from a number of environmental pressures such as cuts in government funding, the demand for faster and faster access to large volumes of digital resources and competition for space in the City. Hence, the library must develop strategies to enable it to maintain competitive advantage over similar businesses in order to attract more borrowers/users and government funding. 
(a) Provide a brief analysis of environmental pressures on the library (b) Recommend a strategy for sustaining competitive advantage
(c) Describe briefly the competitive forces in this industry
(d) Describe the role of information systems in relation to (a) to (c). . 4) Imagine that the executives of the state library have been asked by the head of the Futures Scenario Planning and Innovation committee to give to them an overview of the emerging and disruptive technologies that will have an impact on the organisation. For example provide an overview of some of the following: Knowledge Management and Business intelligence
Internet, World Wide Web, E-Business, and E-Commerce Social Computing
Mobile and Cloud Computing __________________________________________________________________________ . Libraries Board of South Australia 2014, Annual report 2013-2014, Adelaide, viewed 7 December 2015, < www.slsa.sa.gov.au>. Other References (on the Portal) and web content which may be useful: http://www.adelaidenow.com.au/business/state-library-to-sell-technology-and-exchange-staff-and- exhibitions-with-shandong-in-china/story-fni6uma6-1227378563438 http://www.cclc.vic.gov.au/node/2240 http://www.jstor.org/stable/1248740?seq=1#page_scan_tab_contents Borgman, CL 1996, 'Why Are Online Catalogs Still Hard to Use? ', Journal of the American Society for Information Science, vol. 47, no 7, pp. 493-503. Grigsby, SKS 2015, 'Re-imagining the 21st Century School Library: From Storage Space to Active Learning Space', TechTrends, vol. 59(3), pp. 103-106. Ilesanmi, TC 2013, 'Roles of the Librarian in a Research Library in the Digital Era: Challenges and the Way Forward', New Review of Academic Librarianship, vol. 19, pp.5–14. Shahid, MS 2005, 'Use of RFID Technology in Libraries: a New Approach to Circulation, Tracking, Inventorying, and Security of Library Materials', Library Philosophy and Practice, vol. 8, no. 1, pp. 1-9. Shank, JD & Bell, S 2011, 'Blended Librarianship [Re]Envisioning the Role of Librarian as Educator in the Digital Information Age', For Your enrichment, vol. 51, no. 2, pp. 105-110. COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B. References AssessmentInformation The Assessment Marking Rubric is shown in Landscape orientation over the next few pages COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B. AssessmentInformation Criteria HD (High Distinction) 85%-100% DN (Distinction) 75%-84% CR (Credit) 74%-65% P (Pass) 50%-64% NN (Fail) 0%-49% Score out of 100 Professionalism in presentation of the report (10%)
Key elements (Cover page, executive summary, table of contents, introduction, conclusion, references); Presentation (font style and size, header/footer, appropriate use of tables and figures); Structure (logical naming and organisation of sections and sub-sections); Reviewed for errors (spellings, grammar etc.) Evidence of innovation and creativity in developing a report that is of very high professional and academic standard and exceeds expectations. All key elements are included and completed to a high professional and academic standard, only minor areas for improvement evident. The structure is very effective in meaningfully organising the report contents. There are no errors in the document. All key elements are included and completed to a satisfactory standard, some flaws evident. Evidence of attention to presentation. The structure is coherent but could be improved. The report has been reviewed and has only minor errors. Most Key elements are included. Some of the key elements are not completed to a satisfactory standard. The presentation needs more attention. There is considerable scope for improving the structure. The report has some errors suggesting the review could be more thorough. Many key elements are not included. Overall, the presentation is not of a professional standard. The structure of the report does not meet the requirements of the task that it is required to document. The report has not been reviewed for errors. 10 Research and Referencing skills used to refer to applied concepts, theories, and frameworks and to provide evidence to support arguments (15%) Excellent use of a variety of credible resources to meaningfully support arguments and assertions; perfect adherence to referencing guidelines Effective use of adequate number credible sources; only minor flaws evident in adherence to referencing guideline; Minor flaws in the use of references to support arguments. There is evidence of adhering to the referencing guideline with some flaws; Has adequate number of resources; Not all references are credible; some flaws in supporting arguments/assertions Provides a reference list and in text citations; does not strictly adhere to the referencing guidelines; there is considerable scope for improving the number of references, the credibility of the sources, and the use of reference to support arguments No reference list OR a reference list is provided without corresponding in-text citations suggesting no understanding of the difference between a bibliography and a reference list 15 COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B. % Weight Selection and Application of relevant concepts, theories, and frameworks (CTF) (25%) [All sections of the report] Shown excellent ability to select and apply CTF; Has an advanced understanding of CTF and their application domain; able to discuss the latest advancement in the area as may be relevant to the context Able to select the appropriate CTF for all performance tasks; has a well-developed understanding of the CTF; able to use contextual information with the CTF. Able to select the appropriate CTF for most performance tasks; The CTF have been applied to a satisfactory standard, suggesting satisfactory conceptual understanding. There are some flaws in the ways contextual information has been used for the CTF Some evidence of use of CTF in some performance task but tends to largely offer personal reactions; the selected CTF do not match CTF of the performance tasks; The application of CTF suggests more conceptual clarity is required. Offer a personal reaction to the issues, but do not use CTF to analyse the case study 25 Critical analysis of Stakeholders' perceptions and expectations (15%) [Section 2 and Section 4 of the report] A penetrating and novel viewpoint; effectively critiques and encompasses other plausible perspectives; takes a critical view of the issues involved. A revealing and co- ordinated critical view; makes apt criticisms, discriminations, and qualifications A reasonably critical and comprehensive look at all points of view in the context of one's own; Knows of different points of view and somewhat able to place own view in perspective, but weakness in considering worth of each perspective or critiquing each perspective; uncritical about tacit assumptions. Unaware of differing points of view; prone to overlook or ignore other perspectives; has difficulty imagining other ways of seeing things; prone to egocentric argument and personal criticisms 15 COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B. Recommendations and underlying justifications (25%) [All sections of the report] Recommendation developed in a logical manner. Strong evidence to support the recommendations. All the main issues are addressed by the recommendations. There is evidence of creativity & innovation in the conclusions reached. Recommendations address the main issues and are supported by information presented in the case or researched. Findings lead to conclusions in a logical manner, however, some evidence given to support the conclusions is weak. Most of the main issues are addressed by the recommendations. The information presented in the case study supports the recommendations. Recommendations are directly based on information presented in the case study. Most of the main issues are addressed by the recommendations. Little evidence to support conclusions. Makes few recommendations that are loosely based on information from the case and theoretical analysis; no supporting evidence Does not provide any specific recommendations or provides minimal recommendations with no justification 25 Empathy with stakeholders (5%) [appendix 1 of the report] Able to see and feel what others may see and feel; unusually open to and willing to seek out how others may analyse or be affected by the report. Able to see and feel what others see and feel; somewhat open to other stakeholder's differences Knows and feels that others see and feel differently; somewhat able to empathize with others; has difficulty making sense of stakeholder's different perceptions Has some capacity and self-discipline to "walk in another's shoes," but is still primarily limited to one's own reactions and attitudes; puzzled or put off by different feelings or attitudes. Has little or no empathy beyond intellectual awareness of others; sees things through own ideas and feelings; ignores or is threatened or puzzled by different feelings, attitudes, or views. 5 COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B. Self-knowledge through reflection (5%) [appendix 2 of the report] Great depth of analysis, evaluation and interpretation relating to reflection; Evidence of deep and broad capacity for critical reflection Evidence of analysis, evaluation and interpretation relating to reflection Some evidence of elementary analysis and evaluation relating to reflection Key concepts /outcomes expected from the reflection understood; The reflection is largely descriptive lacking of critical reflection Limited /poor understanding of key concepts /outcomes expected from the reflection 5 Comments: Assignment Mark/Grade: the grade will be scaled back to 30% Total score 30% COMMONWEALTHOFAUSTRALIACopyrightRegulations1969 ThismaterialhasbeenreproducedandcommunicatedtoyoubyoronbehalfofKaplanBusinessSchoolpursuanttoPartVBoftheCopyrightAct1968('Act').Thematerial in thiscommunicationmaybe subjecttocopyrightundertheAct.Anyfurtherreproduction orcommunicationofthismaterial byyoumaybe thesubjectofcopyrightprotection undertheAct.KaplanBusinessSchoolisapartofKaplanInc.,aleadingglobalproviderofeducationalservices.KaplanBusinessSchoolPtyLtdABN86098181947isa registeredhighereducationproviderCRICOSProviderCode02426B.